Louie, Dustin WilliamOttmann, JacquelineCoble, James2019-08-152019-08-152019-08-15Coble, J. (2019). Exploring Aboriginal Student Experiences with Post-Secondary Education through Photography and Story (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/110725Post-secondary completion rates are lower for Aboriginal Canadians compared to non-Aboriginal Canadians. This phenomenon has received a lot of attention in the research literature. Reports and peer-reviewed research have identified a number of barriers that contribute to these rates. Such barriers often include things like financial pressures, academic readiness, and cultural differences among others. Many of these barriers can be attributed in varying degrees to the residential school era, the intergenerational effects of which have contributed to not only current education outcomes, but also comparatively low socioeconomic and health related indicators. Despite this, a decolonized education is considered central to improving the lives of Aboriginal Canadians. Post-secondary institutions have a role to play in achieving this goal. The purpose of this qualitative study was to explore Aboriginal student experiences with post-secondary education in a community college setting. The issue was explored using methodologies and data collection methods that lend themselves to Aboriginal ways of knowing and doing. Three Aboriginal women took part in the study. These women were asked to take photographs over a four-week period of those factors they believed influenced their respective educational journeys. The photographs were then discussed at length using personal interview and focus group formats. The results are presented in narrative (i.e. storied) form. Common narrative threads include stories of identity, culture, resilience, connection, family and stories of the “other.” There were also experiences unique to each participant. It is concluded that a majority of the factors such as relying on cultural teachings contributed positively to persistence. When situated within the context of the research literature, several recommendations are presented that might further contribute to Aboriginal student persistence and completion.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.AboriginalPost-secondaryEducationPhotovoiceStoryEducation--Community CollegeEducation--Higherdoctoral thesis10.11575/PRISM/36816